Acceptance Of Objective Structured Clinical Examination Research Articles

Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions
 Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance.
 Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams.
 Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores.
 Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

Perception and acceptance of senior medical students at King Abdulaziz University of the use of Objective Structured Clinical Examination as a tool of assessment

This article was migrated. The article was not marked as recommended. Introduction: The faculty of Medicine at King Abdulaziz University (KAU) introduced the Objective Structured Clinical Examination (OSCE) as a tool of assessing medical students in the last decade. In our study, we aimed to assess the perception and acceptance of OSCE among students and to interpret rating of OSCE in relation to other assessment methods.Methodology : A cross-sectional survey using electronic validated questionnaire, was distributed through different methods which included Short Message Service, social media website, and posters. The questionnaire contained various domains about students' perception of OSCE validity and reliability, and rating of OSCE in relation to other assessment methods.Results : Among 246 students who responded to the survey, 52% of them denied that OSCE provided opportunity to learn real life scenarios. Interestingly, more than 80% of students showed concern about inter-evaluator and inter-patient variability as bias factors that could affect their scores. Passing or failing the OSCE was not a true measure of clinical skills as 77% of students admitted.Conclusion : Although OSCE exam is supposed to be standardized and fair to students, our survey raised concerns regarding the conduction of OSCE especially regarding inter-evaluator and inter-patient variability.

Medical Students' Perception of OSCE at the Department of Internal Medicine, College of Medicine, King Khalid University, Abha, KSA.

The aim of this study was to explore the students' acceptance of Objective Structured Clinical Examination (OSCE) as a method of assessment of clinical competence in internal medicine. This cross sectional study was conducted from June to August 2013, at King Khalid University, Abha, KSA, through a self-administered questionnaire which was completed by fourth year medical students, immediately after the OSCE. Student feedback confirmed their acceptance of OSCE. This was encouraging to the department to consider implementing OSCE for graduating students.

Large-scale multi-site OSCEs for national competency examination of medical doctors in Indonesia

Background: Implementing large-scale multi-site objective structured clinical examination (OSCEs) for national competency examination in a low resource country is challenging.Aims: To describe the first national OSCE for national competency examination of medical doctors in Indonesia and evaluate the reliability, validity, feasibility, acceptability, and educational impact.Methods: We collected electronically the OSCE scores from 49 out of 73 medical schools that participated to assess reliability and validity. We conducted electronic survey to examiners, examinees, SP trainers, and OSCE coordinators to assess feasibility, acceptability, and educational impact.Results: The Cronbach’s alpha coefficient across station was 0.79. There was strong correlation between rubric and global rating scores in each station (coefficient correlation ranges from 0.705 to 0.82). The content validity ratio was 0.97. The coefficient correlation between OSCE and MCQ was 0.335 (p = 0.00). All 49 medical schools were able to conduct OSCE simultaneously. Examiners, examinees, SP trainers, and OSCE coordinators had good perception regarding feasibility and acceptability of OSCE. Both examiners and examinees indicated good educational impact of OSCE application. The cutting score based on the borderline regression method was 61.96%. There were 67.39% of the examinees achieved similar or above the cutting score.Conclusion: With 12 stations 15 min each, the reliability coefficient across station is intermediate. Content validity is good. It is feasible and acceptable to implement large-scale multi-site OSCEs in Indonesia. Examiners and examinees perceive good educational impact on OSCE implementation.

Objective Structured Clinical Examination (OSCE) as an Assessment Tool for Clinical Skills in Sohag University: Nursing students' perspective

The aim of this study was to investigate the students′ perception of the OSCE as part of an evaluation of clinical skills in Med-Surgical Nursing students′. A self-administered questionnaire was completed by 1st year Med-Surgical Nursing students immediately after the OSCE exam using Pierre et al., (2004) questionnaire, in addition to 7 questions about the organization of OSCE evaluation. The results of this study indicate that OSCE has been fair assessment tool (75.9%) and comprehensive (72.4%) and with clear instruction (50.0%), minimized the chance of failing (68.9%), and highlighted areas of student's weakness (46.6%). However, some students felt that OSCE was very stressful (24.1%), twenty nine (50.0%) of student expressed concerns about inadequacy of time. As well, the OSCE provided opportunities to learning, reflected those which were taught (36.2%), and (48.3%) reported that the stations were organized and of logical sequence and appropriate. Thirty two (55.2%) of the student felt that, the exam score provide true measure clinical skill, (56.9%) believed that the score was standardized, and the personality and social relations did not affect OSCE scores. Student feedback confirmed their acceptance of OSCE as an evaluation tool for their clinical skills, so as to fairness and unbiased, cover a wide range of knowledge and comprehensive, provide opportunities to leaning. Also the majority of examinees was satisfied with organization and administration of the OSCE; as well prefer using the OSCE exam more in the clinical exams than other assessment. Further studies are required involving larger number of students and staff member to establish the effectiveness of OSCE within nursing education programs, in addition use of Watched Structured Clinical Examination (WSCE) to overcome the limited equipment and manpower.